1-PS4-3   Waves and Their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

1-PS4-3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Disciplinary Core Ideas

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A

Common Core State Standards Connections:

ELA/Literacy —
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4-3)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-3)
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-3)

1-PS4-3   Waves and Their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

1-PS4-3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Disciplinary Core Ideas

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A

Common Core State Standards Connections:

ELA/Literacy —
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4-3)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-3)
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-3)

1-PS4-3   Waves and Their Applications in Technologies for Information Transfer

Students who demonstrate understanding can:

1-PS4-3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

Disciplinary Core Ideas

PS4.B: Electromagnetic Radiation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

2.PS1.A

Common Core State Standards Connections:

ELA/Literacy —
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-PS4-3)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-PS4-3)
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-3)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
1-PS4-3-1 Evidence Statements
Related Quality Units
Grade 1: Next Generation Science Storylines: How Does Light Help Me See Things And Communicate With Others? (v2.0)
Related Example Bundles
1st Grade Thematic Model: Bundle 2
1st Grade Topic Model: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...